Psychometric Properties and Dimensionality of the "Flourishing Scale" in Spanish-Speaking Population (Propiedades psicométricas y dimensionalidad de la "Flourishing Scale" en población hispanohablante)

Autor/inn/en	Pozo-Muñoz, Carmen; Garzón-Umerenkova, Angélica; Bretones-Nieto, Blanca; Ligia-Charry, Claudia
Titel	Psychometric Properties and Dimensionality of the "Flourishing Scale" in Spanish-Speaking Population (Propiedades psicométricas y dimensionalidad de la "Flourishing Scale" en población hispanohablante)
Quelle	In: Electronic Journal of Research in Educational Psychology, 14 (2016) 1, S.175-192 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.38.15044
Schlagwörter	Psychometrics; Spanish Speaking; Questionnaires; Statistical Analysis; Foreign Countries; Factor Analysis; Reliability; Validity; Measures (Individuals); College Students; Cross Cultural Studies; Academic Achievement; Student Motivation; Well Being; Item Analysis; Student Attitudes; Content Analysis; Colombia (Bogota); Spain + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Fragebogen; Statistische Analyse; Ausland; Faktorenanalyse; Reliabilität; Gültigkeit; Messdaten; Collegestudent; Cultural comparison; Kulturvergleich; Schulleistung; Schulische Motivation; Well-being; Wellness; Wohlbefinden; Itemanalyse; Schülerverhalten; Inhaltsanalyse; Spanien
Abstract	Introduction: Flow has recently been the focus of research with students in regard to its relation to diverse academic and motivational variables in different educational settings. This brings out the need of more and better tools for evaluation of this construct for the Spanish speaking population. The goal of this study was to validate a Spanish version of the "Flourishing Scale" (FS) in Spanish and Colombian university students. Method: A total of 359 students took part, 152 from Bogotá (Colombia) and 207 from Spain, whom responded to an online questionnaire. Two types of complementary statistical analyses were carried out. One of them was the Rasch model with which was analyzed the adjustment for each one of the items, its difficulty and established the fit for the rank of the scales used in the questionnaire. The other one was a confirmatory factor analysis with which the dimensionality of the construct was corroborated and its invariance in the two samples used, by means of a multi-group analysis. Results: These results confirm the one-dimensional characteristic of flow, which were invariant in both samples. Through the Rasch Model, good rates of reliability and validity of the FS were observed. Discussion: The properties of the FS are satisfactory, although it would be desirable to introduce items with a higher level of difficulty for people with high levels of flow. Finally, the reduction of the scale to four categories will increase the parsimony of the scale and its functionality. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01